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Universal Design for Learning is an educational framework that has gained significant recognition in recent years. UDL is designed to make learning accessible to all students, regardless of their individual needs and abilities. The concept of neuro-variability plays a huge role within UDL because it reminds us that learners do not have an isolated learning “style”, but instead rely on many parts of the brain working together to function within a given context. This concept which drives the UDL framework, is used in a set of principles and guidelines that educators use to create inclusive and effective learning environments. The principles that make up this framework include multiple means of representation, action and expression, and engagement. These three principles, when applied collectively, create a learning environment that is accessible, engaging, and empowering for all students. Universal Design for Learning not only benefits students with disabilities but also supports the needs of all learners, recognizing that every individual brings a unique set of skills and abilities to the classroom.

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Familiarize yourself with the UDL Guidelines, which provide a framework for designing educational environments that enable all learners to gain knowledge, skills, and enthusiasm for learning. Visit the website udlguidelines.cast.org for more information.

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Multiple means of representation emphasizes the importance of providing information to students in a variety of formats. Not all learners process information in the same way, and UDL, more specifically the principle pertaining to representation, recognizes this diversity. By offering content in a variety of ways, such as text, audio, video, and visual aids, educators ensure that students can access and understand the material in ways that align with their individual learning styles.

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Hi all, the purpose of this padlet is to gather information to form a resource to help educators, families, and other individuals learn about the Universal Design for Learning and Assistive Technology!

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You can expect a section on:

Why UDL?

UDL Principle(s) with technology examples

AT areas (aac, bvi, etc.) with technology examples

UDL/AT resources

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Every student has a different ability to communicate what they know and navigate a learning environment. By giving students a variety of ways to exhibit their knowledge, multiple modes of action and expression can support varied groups of learners in expressing their comprehension and skill development. Offering choices for action and expression is crucial since no single approach to demonstration knowledge is best for all students.

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There are a wide range of approaches that can be used to engage or drive students to learn. Numerous elements, such as culture, subjectivity, personal relevance, and prior information, might have an impact on individual differences. Some students might wish to work alone, while others might want to work in groups. There are numerous approaches to student engagement; therefore, it's not always the ideal choice to supply just one to each student in every circumstance.

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Representation

Text-to-speech

Screen-reading tools

Comprehension tools

Visual aids

Action & Expression

Speech and interaction tools

Written expression tools

Multimodel expression tools

Guided notes

Engagement

Video sharing

online bulletin

Digital flashcards/quizzes

Student response tools

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Writing assistive technology involves tools and devices designed to assist individuals with disabilities in the process of writing. These technologies work to provide support for individuals who may have difficulty with traditional writing methods due to physical, cognitive, or sensory impairments. This can include word prediction software, speech-to-text applications, adaptive keyboards, pencil grips, and slant boards.

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Reading assistive technology is designed to support individuals with challenges related to reading, such as dyslexia or visual impairments. Text-to-speech software, screen readers, electronic books (e-books), and audiobooks are examples of tools that can enhance the reading experience for those who may struggle with traditional print materials.

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AAC (Augmentative & Alternative Communication) Technology

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AAC (Augmentative & Alternative Communication) Technology

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AAC technology is a specialized area within assistive technology that addresses the communication needs of individuals with speech or language impairments. This can include devices like communication boards, speech-generating devices, software applications that facilitate non-verbal communication, and unaided AAC.

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What Are Accessible Educational Materials?

AEM refers to educational materials which are convertible into accessible formats such as Braille, tactile graphics, large print, audio, and digital text. These formats (and others) support student learners who have disabilities. AEM can be read with text-to-speech software, have adjusted font size, and is easily navigated by chapter or section. Assistive devices like refreshable braille displays are commonly used to access AEM.

AEM Basics

People with disabilities frequently experience barriers to the use of printed materials, digital materials, and technologies. Examples where barriers might occur include textbooks, digital documents, websites, apps, learning delivery systems, and electronic devices. Accessible educational materials, or AEM, are print- and technology-based educational materials, including printed and electronic textbooks and related core materials that are designed or enhanced in a way that makes them usable across the widest range of learner variability, regardless of format.

You might have also heard about accessible instructional materials (AIM). Whatever they're called, the basic concept or AEM/AIM is the same: any materials or technologies used in a classroom or other learning environment need to be usable by everyone. If we're talking about print materials like books or worksheets, sometimes that means those materials must be converted into accessible formats like braille, tactile graphics, large print, audio, digital text, or other. If we're talking about digital materials like e-books, websites, or apps, those materials and technologies need to be created and presented so that all learners can interact with them. In other words, materials and technologies used in any learning environment need to be accessible.

Accessibility is a moving target to the extent that each individual learner has reasons for needing AEM and accessible technologies. For example, accessible materials and accessible technologies may mean one thing to a person who has a visual impairment and a very different thing to a person who has a hearing impairment. That's why there are accessibility guidelines and regulations to let content creators, publishers, schools, organizations, and institutions know what's expected. Under IDEA the State Education Agency and Local Education Agency have the responsibility to provide accessible formats of print educational materials to blind and other print disabled persons in a timely manner. Local Education Agencies (LEAs) must take all reasonable steps to provide print educational materials in accessible formats to children with disabilities at the same time as other children receive those materials.

Recent Changes

Created by IDEA 2004, the National Instructional Materials Access Center (NIMAC) is a federally funded, online file repository of educational source files. The recent enactment of the Marrakesh Treaty has modified who is eligible to access NIMAC derived materials and made several other changes detailed below.

The changes are important because they affect eligibility requirements for the many students who rely on accessible materials derived from the NIMAC. The updated list of "eligible person" now includes those with IEPs who, regardless of any other disability, are

a. blind
b. have a visual impairment or perceptual or reading disability that cannot be improved to give visual function substantially equivalent to that of a person who has no such impairment or disability and so is unable to read printed works to substantially the same degree as a person without an impairment or disability
c. is otherwise unable, through physical disability, to hold or manipulate a book or to focus or move the eyes to the extent that would be normally acceptable for reading.

The list of professionals who can certify a student as eligible has also changed. Most notable is the change that a medical doctor is no longer required to certify individuals with reading disabilities. The new certifying professionals are

d. Doctor of Medicine, doctor of osteopathy, ophthalmologist, optometrist, psychologist, registered nurse, therapist, and professional staff of hospitals, institutions, and public or welfare agencies (such as an educator, a social worker, case worker, counselor, rehabilitation teacher, certified reading specialist, school psychologist, superintendent, or librarian).

Finally, accessible formats are no longer limited to only braille, large print, audio, and digital text. For example, tactile graphics could now be considered an accessible format.

The best way to learn more about these changes is to review the AEM center treaty website and their Module 5 resources. The AEM Navigator

Quick Start Guides

Visit the National Center on AEM to explore quick start guides for Parents/Families, K-12 Educators and for State/Local Education Agencies. Much of the material on this website was adapted from the National Center on AEM.

Examples of AEM

When learners have accessible materials and technologies in a timely manner, they are more likely to be independent, to participate, and to make progress in the curriculum. Examples of AEM include:

Printed textbooks and educational materials
Traditional materials are defined as textbooks and related printed core materials that are written and published primarily for use in elementary school and secondary school instruction and are required by a state education agency or local education agency for use by students in a classroom. These materials may not effectively provide access to the curriculum for many learners. In addition to students with identified disabilities, print can be a barrier for general education students, such as those whose decoding abilities are considerably below grade level. Students with visual impairments may not be able to see the material; students with physical disabilities may not be able to hold a book or turn its pages; students with learning disabilities, as well as general education students with limited decoding abilities, may have difficulty making meaning from printed text. These and other barriers presented by printed materials may be addressed by providing the identical information in one or more accessible formats such as audio, large-print, braille, or electronic text.

Digital materials and technologies
Materials already in a digital form may present barriers to learners with a wide range of disabilities. Consider the functional abilities required to interact with media-rich content delivered by devices and software programs, such as computers, tablets, learning management systems, and video players. Students with low vision may not be able to see the text, graphics, menus, navigational tools, or video. Physical disabilities may interfere with students' abilities to use standard input and navigational methods, such as the keyboard, mouse or trackpad on computers or touchscreens on tablets. Students with hearing loss may not benefit from audio-only output, including alerts, cues, narration, or video. And students with learning disabilities and communication needs may need options for reading formats, the rate at which audio is played, or the appearance and features of a program.

Fortunately, access barriers may be prevented when digital materials and technologies are designed from the start to be accessible. In some cases, access features are built into the design of products and media, giving all learners the option to use them. Examples include:

* Text that can be read aloud by text-to-speech or recorded human speech for learners who may have low vision, reading disabilities, or fatigue easily
* Alt text added to graphics on web pages and digital documents to describe visuals for learners who may be blind
* Closed captions on video for learners who may be deaf or hard of hearing
* Audio descriptions on video for learners who may not be able to see onscreen actions due to low vision or blindness
* Voice control that supports opening and closing programs, dictating documents, or navigating the web by learners who may not be able to use a keyboard or mouse due to a physical disability

Game Changing Technology

Assistive technologies are used by many learners to access AEM. For instance, refreshable braille displays may be used by learners with low vision, or text-to-speech software may be used by learners with reading disabilities. SESTA can provide assistive technology consultation for individual students to help your team brainstorm possible tools to match student needs. SESTA can also lend your team equipment for short term trials.

Simply Said: Understanding Accessibility in Digital Learning Materials

Audio-Supported Reading in Action

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Idaho Training Clearinghouse > Topics > A-M > Accessible Educational Materials

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AEM refers to educational materials which are convertible into accessible formats such as Braille, tactile graphics, large print, audio, and digital text. These formats (and others) support student learners who have disabilities. AEM can be read with text-to-speech software, have adjusted font size, and is easily navigated by chapter or section.

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ChromeBook Apps and Extensions for Learners with Dyslexia

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Chromebooks are now used by pupils in several local authorities in Scotland and are also becoming popular in the rest of the United Kingdom, and particularly in the United States, We first produced a ChromeBook Apps and Extensions for Learners with Dyslexia poster in October 2016, since when it has…

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Read&Write for iPad is a reading and writing app with high-quality text-to-speech, formatting controls, a wide range of fonts and styles and cloud storage integration.

Read&Write provides visual highlighting in-sync with spoken words, a great range of colour and font settings to allow for optimum reading, and word prediction to help with writing. Read&Write is a quality app for proofreading text through listening, helping with reading and literacy development, and creating audio files from any text.

PRODUCT FEATURES

* Text-to-Speech
- Type into Read&Write and have the text read back to you. You can check text and proofread it quickly and easily.
- You can import documents into Read&Write from apps such as Mail, or import directly from Dropbox, Google Drive and OneDrive.. Read&Write can open a range of document formats including Word doc, PDF and epub.
- Text from any app can be copied and pasted into Read&Write ready to be read back.
- Apple's speech recognition can be used to dictate text directly into Read&Write, and can be listened back to ensure it is right.
- The Apple spell check works in Read&Write too, further helping accuracy.
- You can save the text as an audio file using the same high-quality voice.

* Word Prediction
Word prediction helps with writing more quickly and accurately.

* Visual Highlighting
Text is highlighted as the text is read back. Highlighting allows you to coordinate reading and listening. Read&Write lets you pick the colour and style of highlighting required.
There are four highlighting modes to choose from: none, word by word, word trail, or sentence by sentence highlighting.

* Font & Layout
Change the font type, size or colour to suit your needs. Layout the text for easier reading by adjusting the character, line and paragraph spacing and adjusting the page margins. Text can be formatted bold, italic and underlined to emphasise. Images can be inserted into the text from the camera or your library.

* Save to Audio
Convert any text into an audio file using any of the high-quality voices. This is quick and easy, allowing text to be listened to on the move. Great for proofreading on the go.

* Share your text
Text created within Read&Write can be emailed, messaged, printed, opened in another app, or copied and pasted into another app, like Safari.

* Read webpages
You can now read webpages in Safari and other browsers, using the "Read&Write Toolbar" extension from the share menu.

* Spellcheck & Grammar check
Use the Read&Write spellcheck feature that can provide you with additional word descriptions and pictures to help you find the correct word.

Also included in this app is the Read&Write Keyboard app, which is a powerful keyboard replacement that works in every app. Supporting reading, writing, comprehension and vocabulary development, Read&Write provides a rich set of features which extend accessibility and provide a range of tools to help with literacy including:

* Text to speech
* Prediction
* Dictionary / Talking dictionary
* Picture Dictionary
* Check It
* Talk&Type (available for iOS 10 and above)
* Speak as I type
* OpenDyslexic font support
* Language translation in Safari (French or Spanish, Locale dependent)
* French language localisation

The Read&Write keyboard app provides help everywhere it's needed whether it's working on documents, presentations, being creative or just using mail. It's great for those with individual needs such as Dyslexia and those where English is not their first language, but it's designed for everyone.

Hopeless!

I followed the instructions, installed the keyboard and enabled it but it never appeared in any of the apps to use. Gave up and uninstalled it

What a waste of money

I have this software installed on Windows pc so I thought I would use it on an iPad. Its not very good at all. Wasted my money and I don't get a refund either.

The developer, Texthelp Ltd., indicated that the app's privacy practices may include handling of data as described below. For more information, see the developer's privacy policy.

Data Not Linked to You

The following data may be collected but it is not linked to your identity:

Privacy practices may vary based on, for example, the features you use or your age. Learn More

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‎Read&Write for iPad is a reading and writing app with high-quality text-to-speech, formatting controls, a wide range of fonts and styles and cloud storage integration. Read&Write provides visual highlighting in-sync with spoken words, a great range of colour and font settings to allow for optimum r...

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Assistive Technology & Advanced Wearables  | John Ross Rizzo | TEDxNYU

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Read Universal Design for Learning: Theory and Practice for Free in Clusive! - CAST

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Our flagship publication is now available at no cost on our flexible and customizable digital reading tool.

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Differentiated Instruction and Implications for UDL Implementation - CAST

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Information on the theory and research behind differentiated instruction and its intersection with Universal Design for Learning (UDL) is examined. The article begins with an introduction to differentiated instruction by defining …

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If you are new to the term Universal Design for Learning, more commonly referred to as UDL, you may be wondering what it is. UDL is an educational framework developed by CAST, Inc based on decades of neuroscience research and is endorsed by the Every Student Succeeds Act (ESSA). This framework is being adopted by teachers, schools, and districts around the globe and is considered best practice for teaching ALL students in an inclusive learning environment. UDL empowers students by putting students in charge of their own learning.

UDL recognizes and celebrates the beautifully diverse needs of learners in the classroom. It acknowledges that every student is unique, with different abilities, backgrounds, and skills. It embraces the idea that education should be accessible to all. UDL aims to break down barriers and provide equal opportunities for every student to succeed.

If you feel like you aren't able to meet the beautifully diverse needs of the learners in your classroom, UDL is for you. It offers a comprehensive approach to teaching that ensures every student can actively engage, participate, and thrive in the learning process. By implementing the principles of UDL, you can create a learning environment that is flexible, adaptable, and responsive to the needs of all students.

But you may be overwhelmed when looking at the Guidelines and wonder where in the world you are supposed to get started. It's important to remember that UDL is an expansive framework that can't be learned in a day. Think of it more like the skill of learning to speak a new language. It takes time, will come more naturally to some than others, and is learned little by little. Taking small steps can help you move forward, whereas trying to do it all at once may feel impossible.

To help you navigate the world of UDL, this Teacher's Guide includes a wealth of resources, planning tools, and inspiration for lesson design, pacing, and assessment. It provides practical strategies and tips to help you implement UDL in your classroom and make it an integral part of your teaching practice. This guide is designed to support you on your UDL journey, whether you are just getting started or looking to take your UDL practice to the next level.

By embracing UDL, you are not only creating an inclusive learning environment, but you are also empowering your students to become active participants in their own education. You are providing them with the tools and opportunities they need to succeed, regardless of variability. So, let's embark on this UDL journey together and create a classroom where every student has the opportunity to reach their full potential. Download Guide.

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Discover how to create a class where all students can thrive in this comprehensive Teacher's Guide to UDL. Learn about Universal Design for Learning (UDL).

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This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours).

This module was developed in collaboration with CAST.

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

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Universal Design for Learning: Designing Learning Experiences That Engage and Challenge All Students

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This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours). This module was developed in collaboration with CAST.